Professional Documents
Culture Documents
Unit Topics:
A. 21st Century literature from the region where the school is based in relation to the literature of other regions in various genres
and forms in consideration of:
1. Various dimensions of Philippine literary history from pre-colonial to contemporary;
2. Canonical authors and works of Philippine National Artists in Literature;
3. Names of authors and their works, and backgrounds of the literature from the region where the high school is
located.
B. Study and appreciation of literary texts from the different regions written in different genres covering:
1. Regions in Luzon, Visayas, Mindanao
2. Major genres (poetry, fiction, drama, creative nonfiction, as well as hyper-poetry, blogs, speculative fiction, and flash.
Motivation/Review:
Role-playing
Firm/up/Deepening:
Strategy: Interactive Discussion/Group Activities
Process Question/s:
1. What are the geographic, linguistic and ethnic dimensions of Philippine literary history from pre-colonial to the
contemporary? (MLC #1An)
Answer: The Philippine literature changed from pre-colonial period to the present. In the past, we have proverbs,
songs, myths, legends and fables written in native languages passed down orally. Colonial periods impacted literary
development in our country which being handed down to the latest generations.
Closure/Generalization
Essential Question/s:
1. How did Philippine literature evolve from pre-colonial period to the 21st century?
Enduring Understanding
1. The Philippine literature evolved from pre-colonial period to the 21st Century as affected by the events in history of
the country.
Evaluation: Writing
Create a short poem on the evolution of Philippine literature
Assignment
Research at least 3 canonical writers in the Philippines and give their contribution to the improvement of Philippine literature.
Topic/Activity: Representative Text inLuzon
Session no: 5-7
Date of Implementation:
Grade 11 Timothy _________________
Grade 11 Joseph _________________
Daily Routine: Prayer, Greeting and Checkingof Attendance
Learning Objectives:
Cognitive: 1.0 Identify representative texts and authors from each region (e.g. engage in oral history
research with focus on key personalities from the students’ region/province/town).
Psychomotor: 2.0Infer literary meaning from literal language based on usage.
3.0 Analyze the figures of speech and other literary techniques and devices in the text.
4.0 Situate the text in the context of the region and the nation.
5.0 Explain the relationship of context with the text’s meaning.
Affective: 6.0+ Manifest patience in reading and analyzing texts and appreciation of the writings in Luzon.
Motivation/Review:
Review the last topic and relate it to the present topic
Processing Question/s:
1. What are the representative texts from the chosen regions in the Philippines? Who wrote these texts?MLC #2, An
Answer:Some of the texts we have in the Philippines are: KomposoniDandansoy by Genevieve Asenjo (Hiligaynon),
Leyteby Victor Sugbo(Leyte), The Door of an Abandoned Old House by DannyCastillonesSillada (Mandaya).
2. How can we infer literary meaningfrom literal language based onusage? MLC #6, An
Answer: We can infer literary meaning by analyzing and fully understanding the text we are reading.
3. What are the techniques and devices in the text selected?MLC #7, An
Answer: The techniques and devices used in each chosen text vary from story to story.
4. How do literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the
reader’s understanding?MLC #8, An
Answer: Literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding by challenging people to think and find solutions to the problem.
5. How can you situate the text in the context of region and nation? MLC #9, An
Answer: We can situate the text in the context of region and nation by looking at its geography, literature, history, culture,
beliefs, and as a whole.
6. What are the guidelines in explaining the relationship of context with the meaningof the text?MLC #10, An
Answer: In explaining the relationship ofcontext with its meaningwe have to look at the connotative and denotative meaning
of the text, the background of the story and of the writer
Closure/Generalization
Essential Question/s:
1. How did writers from different regions of the country write literary pieces?
2. How do we analyze a text based on its context?
Enduring Understanding
1. Literary pieces from different regions of the country were written according to the culture, background and tradition of the
region. Language uses vary in regions but the use of local languages flourished and encouraged writers to produce literary
pieces.
2. We analyze a text by looking andunderstanding its content, history, literal and associative meaning, identifying figurative
languages and understanding the author/s’ method/style in writing.
Learning Across Discipline:
Analysis is also done in English as we evaluate and critique papers for better use.
Evaluation: Writing
Write a literary analysis of one of the texts presented.
Assignment
Study in advance the next topic.
Topic/Activity: Scaffold 1
Session no: 8
Grade 11 Joseph: _____________________
Grade 11 Timothy_______________________
Daily Routine: Prayer, Greeting and Checkingof Attendance
Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to a poem using the language of
their region.
Skills: Imaginative, Creativity, Writing
Teacher’s Role:
Before the activity, the teacher will:
- Give the complete instruction to the students what to do during the activity.
Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.
Motivation/Review:
Review on the previous topic
Firm/up/Deepening:
Strategy: Interactive discussion/Text reading and analysis
Processing Question/s:
1. What are the representative texts from the chosen regions in the Philippines? Who wrote these texts? MLC #2, An
Answer:Some of the texts we have in the Philippines are: KomposoniDandansoy by Genevieve Asenjo (Hiligaynon),
Leyteby Victor Sugbo(Leyte), The Door of an Abandoned Old House by DannyCastillonesSillada (Mandaya).
2. How can we infer literary meaningfrom literal language based onusage? MLC #6, An
Answer: We can infer literary meaning by analyzing and fully understanding the text we are reading.
3. What are the techniques and devices in the text selected? MLC #7, An
Answer: The techniques and devices used in each chosen text vary from story to story.
4. How do literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding? MLC #8, An
Answer: Literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding by challenging people to think and find solutions to the problem.
5. How can you situate the text in the context of region and nation? MLC #9, An
Answer: We can situate the text in the context of region and nation by looking at its geography, literature, history, culture,
beliefs, and as a whole.
6. What are the guidelines in explaining the relationship of context with the meaningof the text? MLC #10, An
Answer: In explaining the relationship ofcontext with its meaningwe have to look at the connotative and denotative meaning
of the text, the background of the story and of the writer
Closure/Generalization:
Essential Question/s:
1. How did writers from different regions of the country write literary pieces?
2. How do we analyze a text based on its context?
Enduring Understanding
1. Literary pieces from different regions of the country were written according to the culture, background and tradition of the
region. Language uses vary in regions but the use of local languages flourished and encouraged writers to produce literary
pieces.
2. We analyze a text by looking andunderstanding its content, history, literal and associative meaning, identifying figurative
languages and understanding the author/s’ method/style in writing.
Evaluation: Writing
Write a literary analysis of one of the texts presented.
Assignment
Research at least 2writers and writings in Mindanao
Topic/Activity: Scaffold 2
Session no: 12
Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to translate into English the native
poem they composed.
Skills: Critical Thinking, Writing, Creativity
Teacher’s Role:
Before the activity, the teacher will:
- Review the lesson
- Present the instructions and rules to the class.
Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.
- Plan on how they will decide on plotting a literary piece.
During the activity, the student will:
- Make an outline of the piece.
- Work individually.
Motivation/Review:
Review on the previous topic
Firm/up/Deepening:
Strategy: Interactive discussion/Text reading and analysis
Processing Question/s:
1. What are the representative texts from the chosen regions in the Philippines? Who wrote these texts? MLC #2, An
Answer:Some of the texts we have in the Philippines are: KomposoniDandansoy by Genevieve Asenjo (Hiligaynon),
Leyteby Victor Sugbo(Leyte), The Door of an Abandoned Old House by DannyCastillonesSillada (Mandaya).
2. How can we infer literary meaningfrom literal language based onusage? MLC #6, An
Answer:We can infer literary meaning by analyzing and fully understanding the text we are reading.
3. What are the techniques and devices in the text selected? MLC #7, An
Answer:The techniques and devices used in each chosen text vary from story to story.
4. How do literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding? MLC #8, An
Answer:Literary, biographical, linguistic, and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding by challenging people to think and find solutions to the problem.
5. How can you situate the text in the context of region and nation? MLC #9, An
Answer:We can situate the text in the context of region and nation by looking at its geography, literature, history, culture,
beliefs, and as a whole.
6. What are the guidelines in explaining the relationship of context with the meaningof the text? MLC #10, An
Answer:In explaining the relationship ofcontext with its meaningwe have to look at the connotative and denotative meaning
of the text, the background of the story and of the writer
Closure/Generalization:
Essential Question/s:
1. How did writers from different regions of the country write literary pieces?
2. How do we analyze a text based on its context?
Enduring Understanding
1. Literary pieces from different regions of the country were written according to the culture, background and tradition of the
region. Language uses vary in regions but the use of local languages flourished and encouraged writers to produce literary
pieces.
2. We analyze a text by looking andunderstanding its content, history, literal and associative meaning, identifying figurative
languages and understanding the author/s’ method/style in writing.
Assignment
Research at least 2 kinds of literary genres in the 21st century Philippine Literature
Topic/Activity: Scaffold 3
Session no: 16
Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to provide an audio of their song
adaptation.
Skills: Critical Thinking, Writing, Creativity, Innovative
Teacher’s Role:
Before the activity, the teacher will:
- Present the instructions and rules to the class.
Student’s Role:
Before the activity, the student will:
- Carefully listen and follow the instructions given by the teacher.
- Decide on how they will present the teleplay.
Motivation/Review:
Review on the previous topic
Firm/up/Deepening:
Strategy: Interactive/Group discussion
Processing Question/s:
1. What is the difference between the literary genres of the 21st century and the past literary genres? MLC #5
(An)
Answer:The genres in 21st century are seen as sensitive to gender, allude technology and show culture. The past
literary genres were prose, poetry anddrama expressedinto essays, legends, anecdotes, news stories, biographies,
parables, narratives, and the like.
Application of Learning (Real Life Situation):
The different kinds of literary genres in the country can be written by different individual. We can write poems,blogs, andstories by the
use of social media and other programs in the computer.
Closure/Generalization:
Essential Questions:
1. How did Philippine literature evolve from pre-colonial period to the 21sy century?
Enduring Understanding:
1. The Philippine literature evolved from pre-colonial period to the 21st century as affected by the events in the history of
the country
Evaluation
Longquiz
Assignment
Reflection papers
Concepts:
We can create a good representation of the literary textby applying multi-media skills. Technology has made it possible for us to create
picture, video adaptation, and many more with the help of programs and ICT.
Transfer Goal: Students are able to self-sufficiently apply the concepts and skills learned in the unit to create a literary analysis and a
literary adaptation of the text analyzed.
Situation: In the 21st century, referred to as the period of the technological migrants, the Generation Z, and the millennials, by
whatever labels they are called, Filipinos have been confronted with a different way of life. They were born in the world of
modernization when technology is “a way of life, “where information is within everybody’s reach because of the World Wide Web, and
where media in the production of pieces are not limited to oral nor transmission but technological transmission.
GRASP
This year, students under 21st Century Literature class will adapt a song in English based on their chosen Filipino poem. They will
employ ICT skills in order to succeed to their very own music video.
Rubrics:
Criteria 10 8 6 5 3 0
Excellen Very Satisfactor Unsatisfactory Poor Non
t Satisfactor y Compliance
y
Arrangement
The lyrics were written in English
The thought is still evident in the song
The lyrics are very well organized
Value added
Creative Adaptation
The adaptation helps viewers to understand and explore
the original literary work in new way
The adaptation works closely with the original text
Innovative
Presents a high quality product
Music
The melody is appealing and easy to follow
The notes are perfectly plotted
The music matches with the lyrics
Presentation/performance
All were performing their task accordingly
Well-organized
Emotions, feelings, and other aspects were evident
Value added
Video quality and choreography
The video has clear quality with effects appropriately
emphasized
The audio is clear
The video shows the correct concept
Value added
TOTAL
Prepared by: Checked, Rated and Approved by: Rater
Ratee
T QL Sig. T QL Sig.
Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo
SHS Faculty SHS Focal Person
Rating:
5 - all criteria are present
4 - 4 criteria are present
3 - 3 criteria are present
2 - 2 criteria are present
1 - 1 criterion is present